Smiles for Life National Oral Health Curriculum: Module 2. Child Oral Health

Clark, Melinda; Douglass, Alan B.; Deutchman, Mark; Douglass, Joanna M.; Gonsalves, Wanda; Maier, Russell; Quiñonez, Rocio B.; Silk, Hugh; Tysinger, James W.; Wrightson, A. Stevens

doi:10.15766/mep_2374-8265.9193

Cited by 4 publications

(5 citation statements)

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“…Knowledge of oral health of nursing staff was measured by administering the KOH questionnaire based upon the Smiles for Life: A National Oral Health Curriculum examination [23] and the SMILE acronym tool constructed specifically to address the purpose of this study as a pretest and postest. Permission was given to use the Smiles for Life questions by the editor.…”

Section: Knowledge Of Oral Health (Koh) Measurementmentioning

confidence: 99%

Knowledge of oral health of nursing staff caring for disadvantaged older people

Reigle

Holm

2015

JNEP

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Poor oral health plagues those who are economically disadvantaged and it is older people who are particularly vulnerable. Healthcare professionals, notably nursing staff, can contribute to the reduction of oral health disparities in older men and women. The purpose of this study was to describe an oral health education program and evaluate its effect on oral health knowledge of nursing staff serving economically disadvantaged older people in a religiously affiliated nursing home. The study was structured by a one-group pretest-posttest design to determine whether a change occurred in the oral health knowledge following participation by nursing staff in an oral health education program. Knowledge of Oral Health (KOH) questionnaire, used as both pretest and posttest, was developed to achieve the purpose of the study and knowledge improved significantly. The KOH posttest displayed overall higher scores (M = 7.50, SD = 1.701) than the pretest scores (M = 5.40, SD = 1.569). The KOH score increased by an average of 2.10 points with SD = 1.619 and 95% confidence interval, 1.342, 2.858. The intervention effect was large and statistically significant, t(19) = 5.801, p < .001. Future research should be directed toward refining the KOH questionnaire, determining its application internationally, and directing the oral health education program to include not only nursing staff but older people as well.

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Section: Knowledge Of Oral Health (Koh) Measurementmentioning

confidence: 99%

Knowledge of oral health of nursing staff caring for disadvantaged older people

Reigle

Holm

2015

JNEP

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“…For comparison, CME for oral health is readily available to PAs through the Society of Teachers of Family Medicine's Smiles for Life: A National Oral Health Curriculum 21. To our knowledge, no similar organized CME for vision health exists for PAs.…”

Section: Discussionmentioning

confidence: 99%

“…13 For comparison, CME for oral health is readily available to PAs through the Society of Teachers of Family Medicine's Smiles for Life: A National Oral Health Curriculum. 21 To our knowledge, no similar organized CME for vision health exists for PAs. The oral health curriculum has been promoted among PAs by the PA Leadership Initiative in Oral Health following a call for the integration of oral health into primary care by the NASEM in 2011.…”

Section: CImentioning

confidence: 99%

PAs' skills in providing vision and ocular care

Lee¹,

McCall²,

Smith³

et al. 2022

Jaapa

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Objective: To evaluate characteristics, training, and selfreported skills and abilities in vision and ocular care among PAs not specializing in ophthalmology. Methods: A survey on PA practice was administered to 5,763 randomly selected US-based PAs, and 537 respondents who completed the survey were invited to complete a separate vision and ocular care survey. Of those respondents, 382 completed the vision and ocular care survey. Results: Among respondents, 23% of PAs were involved in eyecare by providing patient information, answering questions, and initiating discussions about vision care and ocular health more than once per month. More than 77% received vision and ocular care training in and/or outside PA training. PAs involved in eyecare had signifi cantly greater odds of reporting higher desired and current skill and ability levels compared with PAs not involved in eyecare, in six of eight vision and ocular care domains. Conclusions: PAs who do not practice in ophthalmology provide vision and ocular care but have varying amounts of training and desire higher skill and ability levels. Ophthalmologists and PA institutions may develop vision and ocular care training for PA schools and continuing medical education.

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“…The five Oral Health submodules focus on best practices for oral health in clinical practice and are as follows: 1) introduction to course and learning outcomes, 2) importance of oral health in the context of public health, 3) risk assessment, oral examination, and fluoride varnish, 4) anticipatory guidance, and 5) oral health case study. The modules include links to web-based resources, including an oral health risk assessment tool and Smiles for Life, a free national web-based interprofessional oral health curriculum, and a mobile app for use in the clinical area (Clark et al, 2010). Students and preceptors use the resource link in the Smiles for Life Anticipatory Guidance Module to assist patients in finding a dental home to improve access to dental care.…”

Section: Quality Improvementmentioning

confidence: 99%

Design and outcomes of a nurse practitioner preceptor development program

Hallas

Haber

Biesecker

et al. 2021

J Am Assoc Nurse Pract

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Nurse practitioners (NPs) are educated to provide high-quality patient- and family-centered care to underserved, culturally diverse, medically complex populations. Nurse practitioner faculty plan curricular activities that challenge NP students to critically assess individuals and populations with the goal of preparing NP students to be “practice-ready” upon graduation. Nurse practitioner clinical training occurs in practice settings with NP preceptors, with specific areas of clinical expertise. However, there is a lack of NP clinical preceptors educationally prepared to clinically teach and evaluate NP students. This article presents the design, implementation, evaluation, and outcomes from a 3-year grant funded by the United States Human Resources and Administration Services that featured a web-based Primary Care Nurse Practitioner Preceptor Development Program. Ninety percent of NPs who precepted NP students completed all web-based learning modules. Preceptors with educational preparation via online modules to guide NP student learning in clinical settings are a critical resource for faculty to prepare NP students to be practice-ready upon graduation. This web-based learning platform for online NP preceptor education may be a successful approach for expanding and improving the NP preceptor pool nationwide.

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Smiles for Life National Oral Health Curriculum: Module 2. Child Oral Health

Cited by 4 publications

References 0 publications

Knowledge of oral health of nursing staff caring for disadvantaged older people

Knowledge of oral health of nursing staff caring for disadvantaged older people

PAs' skills in providing vision and ocular care

Design and outcomes of a nurse practitioner preceptor development program

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